• Assessments Evaluating the Relationship Between Psychosocial Factors and Upper Extremity Trauma: A Scoping Review

      Coleman, Isabelle; Glaze, Morgan; Griffin, Caroline; Holbrooks, Sarah Beth; Moore, Kristen; Department of Occupational Therapy (Augusta University, 2021-09)
      Objectives of Presentation: At the conclusion of this presentation, attendees will: ● Identify 3 current assessments available that evaluate the psychosocial components of upper extremity (UE) recovery after trauma. ● Discuss 3 of the most common types of psychosocial challenges often experienced by individuals with UE trauma. Clinical/Research Question: What assessments are available for examining the relationships between psychosocial factors and UE trauma during rehabilitation of adults with UE trauma?
    • Benefits of International Fieldwork for Occupational Therapy Students

      Vickman, Hannah; Carter, Krissy; Dittmer, Chandler; Nettles, Taylor; Wang, Caroline; McCarley, Trinity; Department of Occupational Therapy (Augusta University, 2020-09-01)
      At the conclusion of this presentation, attendees will: 1) Identify the perceived benefits for international fieldwork ascertained from the research and how that relates to professional and personal development, and 2) Identify the key clinical experience differences between OT students participating in international and domestic fieldwork, as established from the presented research.
    • Disparities in Autism Educational Classification in the United States: A Summary of Public-School Data in Three States in Autism Educational Classification in the United States: A Summary of Public-School Data in Three States

      Bevil, Bailey; Breitmann, Shelby; Dyals, Bethany; Franke, Catherine; Hassett, Anna; Padgett, Gracie; Benevides, Teal; Department of Occupational Therapy (Augusta University, 2021-09)
      • Problem: Limited research exists to describe and understand disparities in autism spectrum disorder (ASD) classification across counties in the United States. A classification of ASD is valuable as it provides the child with greater access and provision of resources both within and outside of the school system. • Research has shown that definitions and evaluation procedures vary among states (Pennington et al, 2014). • Some individuals who have autism spectrum disorder do not obtain a diagnosis of ASD until they are into their adolescence or adulthood (Centers of Disease Control and Prevention [CDC], 2020). • Early intervention for autism spectrum disorder can increase positive outcomes (CDC, 2020). • Only 58% of children who meet the criteria for a diagnosis of autism spectrum disorder have it documented in their education or health records (Mandell et al, 2009). • Purpose Statement: This study sought to collect data demonstrating ASD disparities in three states, Massachusetts, Louisiana, and New York, in the United States as it relates to classification and accessibility to school-based services.
    • The Effects of Interprofessional Education on Occupational Therapy Student Practitioner Outcomes: A Systematic Review

      Adams, Emma; Carlto, Meg; Kali, Todd; Department of Occupational Therapy (Augusta University, 2020-09-01)
      Objectives of Presentation: 1) Understand and communicate the effects that various evidence based interprofessional education interventions have on occupational therapy student outcomes. and 2) Discuss the gaps in the literature, indicated by this systematic review, as they relate to interprofessional education and its effects.
    • Evidence Related to Setting, Structure, and Outcomes of Occupational Therapy Nontraditional Level II Fieldwork: A Scoping Review

      Graham, Maggie; Hartman, Kylee; LeMasters, MacKenzie; Moore, Brette; Reed, Lilly; Thrysoe, Gitte; Vera, Laurie; Kearney, Pamalyn; Department of Occupational Therapy (Augusta University, 2021-09)
      Definition: Nontraditional Fieldwork (NTFW): Site where OT services may be unavailable prior to implementation • May be supervised by an employee of organization1 or an OT • ACOTE: full time FW hours for 24 weeks graduation eligibility2 Gaps in the literature include: • Definition of NTFW • Amount of supervision • Sample size variations between traditional FW and NTFW • How students engage with patients in NTFW settings • Information to support and inform all stakeholders about difficulties in NTFW settings • Results on student educational success in NTFW Purpose: to address the gap in the literature by looking at widely available sources to provide relevant insight into nontraditional Level II Fieldwork for the interested audience.
    • Evidence supporting interventions within the scope of occupational therapy for addressing

      Arnold, Jackie; Cyr, Emily; Garner, Kathryn; Long, Tori; Robles, Alexis; Department of Occupational Therapy (Augusta University, 2020-08-26)
      At the conclusion of this presentation, attendees will: a) List three effective interventions to address cognitive and psychological factors in chronic pain based on the presented scoping review of the literature, and b) Articulate the importance of cognitive/psychosocial factors in relation to chronic pain.
    • Evidence to Support Environmental and Contextual Modifications to Improve Participation in Community Events for Children with Disabilities

      Howell, Alexis; Priest, Teri; Sandy, Emily; Williams, Meghan; Kearney, Pamalyn; Rosche, Mallory; Department of Occupational Therapy (Augusta University, 2021-09)
      • Current literature has shown that children with disabilities participate less often and are not as engaged when participating compared to children without disabilities • This lack of participation might occur due to the interaction between environmental, attitudinal, and social barriers at home, at work, and during play • Participation allows children to learn about societal expectations, appropriate communication with others, develop friendships and skills they need to become successful at home, in communities, and in life • Participation is regarded as an essential aspect of child health and well being • This study aims to determine what evidence is available to support modifications to environments and contexts to improve participation in community events for children with disabilities under the age of 18.
    • Intraprofessional Educational Activities Implemented by Occupational Therapy Programs in the United States

      Eller, Sydney; Morris, Emma; Parker, Olivia; Ruble, Charlotte; Speciale, Natalie; Usry, Jenna; Watford, Patricia; Department of Occupational Therapy (Augusta University, 2021-09)
      ● Intraprofessional collaboration has been shown to increase:2. 3 ○Confidence ○Patient care ○Ethical compliance ○Cost-effective care ●The accrediting body for occupational therapy education, ACOTE, requires that OT and OTA programs address: ○Intraprofessionalcollaboration ○How to engage in the consultative process, evaluation process, and treatment process with their intraprofessionalcolleagues.1 ●An unpublished survey from 2019 found that 68% of programs included intraprofessional collaboration in their curriculum4despite requirements from ACOTE.1 ●Our research questions are: What is the prevalence of intraprofessional collaboration in occupational therapy education programs and what strategies are used to implement intraprofessional activities?
    • Outcomes of Music, Dance, & Movement Interventions for Children with Autism Spectrum Disorder Within the Scope of Occupational Therapy: Scoping Review

      Bankson, Baylee; Cox, Ashlyn; Fulmer, Haley; Hausman, Lydia; Longfellow, Danielle; Department of Occupational Therapy (Augusta University, 2020-08-31)
      At the conclusion of this, attendees will: 1) Identify frequently measured outcomes of using music, dance, and movement-based interventions with individuals with autism spectrum disorder, as identified through a scoping review of the literature and 2) List specific music, dance, or movement-based interventions that are available to OT practitioners working with individuals with autism spectrum disorder (ASD), as identified through a scoping review of the literature.
    • Perceptions of International Fieldwork Experiences on Professional and Personal Development for Occupational Therapy Students

      Bauknight, Rebekah; Cutcliff, Kelley; Ford, Emma; Lenz, Kendall; Long, Cassidy; Swift, Sharon; Department of Occupational Therapy (Augusta University, 2021-09)
      The Augusta University Occupational Therapy Program offers two Level I international fieldwork experiences (IFEs) to Jamaica each year. One IFE is offered early in the curriculum, while the other is offered later. •Existing research demonstrates that International Educational Experiences (IEEs) allow students to develop: •Valuable personal and professional skills.1 •Improved communication, patient care, and adaptability.2 •Autonomy and lifelong learning.3 •Previous work from students at Augusta University evaluated differences between domestic and international occupational therapy students’ perceptions on Level I international fieldwork.4,5 •Images 1-3 demonstrate student engagement with clients during the IFE, and demonstrate previous findings that overall, the IFE was found to more greatly impact student’s perceived personal and professional development than domestic FW. •Further research is needed to determine if the amount of credit hours obtained prior to the IFE has an impact on students’ perceived development. The purpose of this studywas to compare Early Program Participants’ (EPPs) perceptions versus Later Program Participants’ (LPPs) perceptions of the Level I IFE on their personal and professional development. •EPPs: 14 credit hours obtained prior to the trip. •LPPs: 32+ credit hours obtained prior to the trip. Hypothesis: LPPs’ average scores pertaining to perceived personal and professional development would be greater than EPPs’ due to advancement in the curriculum, allowing for increased opportunities to gain confidence and apply OT knowledge.
    • Prevalence of Holistic Admission Criteria Among Entry-Level Occupational Therapy Programs

      Taylor, Kristian; Nguyen, Cat-Tien; Grant, Jenny; Brewster, Mary Beth; Barrett, Mary Alice; Benevides, Teal; Cosper, Sharon M.; Department of Occupational Therapy (Augusta University, 2021-09)
      Objectives of Presentation: At the conclusion of this poster, attendees will: 1. Describe the difference between holistic admissions and academic metric- only procedures implemented by entry-level occupational therapy programs. 2. Discuss the relationship between implementation of holistic admissions criteria and entry-level occupational therapy program ranking. Research Purpose: The purpose of this study is to compare the holistic admissions criteria used by the top fifty ranked entry-level occupational therapy master’s and doctoral programs to the fifty lowest ranked programs.
    • Psychosocial Factors as Predictors for Patient Outcomes in Rehabilitation of Upper Extremity Injury Caused by Trauma:

      Holley, Ashlyn; Saren, Madison; Wygle, Sarah; Deese, Abigail; Payne, Regan; Department of Occupational Therapy (Augusta University, 2020-08-26)
      At the conclusion of this presentation, attendees will be able to: 1) Explain three ways in which psychosocial factors have the ability to alter rehabilitation outcomes in individuals who have sustained a traumatic upper extremity injury, 2) Discuss two gaps in the literature regarding the impact of psychosocial factors on rehabilitation outcomes in individuals recovering from traumatic upper extremity injuries, 3) Identify two methods, strategies, or assessments to be implemented in practice in order to evaluate and address psychosocial factors as a component affecting functional outcomes of clients with traumatic UE injuries.
    • A Scoping Review of International Interprofessional Education and Collaborative Evidence

      Smith, Gloria; Holton, Emily; Peeler, Michaela; Stancil, Reagan; Johnson, Stephanie; Department of Occupational Therapy (Augusta University, 2021-09)
      • Gap in literature: Best practices for allied health international interprofessional collaboration and education • Collaboration better coordinates interprofessional care for best patient centered focus. • Interprofessional education improves health outcomes, sets foundation for future health care professionals, and provides basis for communication, collaboration, and patient care. • Allied Health Professions: Those which require practitioners to attend a higher level institution, obtain a certificate, and work collaboratively with other healthcare professionals to provide care to individuals suffering from acute and chronic diseases, rehabilitation services, and dietary and nutrition services in several settings. Research Question: Among allied health science disciplines, what is the evidence supporting outcomes as related to international interprofessional education and collaborative experiences?
    • Telehealth Interventions to Address Chronic Disease Self-Management Interventions within the Scope of Occupational Therapy: A Scoping Review

      Albritton, Liz; Fish, joJo; Henkel, Jeff; Lee, Shelby; Luttrel, Rachel; Rackleff, Layne; Department of Occupational Therapy (Augusta University, 2020-09-02)
      At the conclusion of this presentation, attendees will: 1) Distinguish between the types of telehealth interventions for chronic disease self-management within the scope of occupational therapy and 2) Describe the outcomes of using telehealth for chronic disease self-management based on the presented results of a scoping review of the literature.